Thesis

An exploratory study of key stakeholders' perspectives on soft skills development for employability : a multiple case study of Sri Lankan public universities

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Awarding institution
  • University of Strathclyde
Date of award
  • 2024
Thesis identifier
  • T16953
Person Identifier (Local)
  • 201954396
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Department, School or Faculty
Abstract
  • Higher education institutions (HEI) are under increasing pressure to produce work-ready or employable graduates to meet the needs of the contemporary world of work. However, little is known about how soft skills are developed in specific HEI contexts, including the non-western context. Against this backdrop, this thesis explores soft skills development in undergraduate business education in the public universities of Sri Lanka, drawing on the theory of stakeholder identification and salience, stakeholder theory and regulative, normative and cultural-cognitive pillars. Informed by the interpretive approach, qualitative research using a case study strategy was undertaken, focusing on two regional business schools (Alpha and Beta), and comprising interviews (n=71) and a focus group (n=1). The findings suggest that academics, business undergraduates and industry experts were identified as highly salient in relation to soft skills development. Moreover, although a heterogeneous array of labels was used to frame soft skills, attributes and non-technical skills were commonly used. Further, communication and teamwork were also identified across stakeholders as required soft skills. Furthermore, regarding the stakeholders’ role in soft skills development, there appeared to be consensus concerning business undergraduates, academics and industry in the form of active participants, facilitator and supporter, respectively. Regarding the barriers to soft skills development, the cultural-cognitive barrier of undergraduates’ mindset was dominant over regulative and normative barriers. The theoretical contributions of thesis comprise the development of a unique conceptual framework, drawing on the key dimensions of initiation, design, delivery and assessment of soft skills, and the integration of the theory of stakeholder salience, stakeholder theory and institutional pillars to explore the development of such skills. The empirical contribution of the thesis is centred on investigating soft skills development in a developing country context, along with giving a voice to both demand-side (employers) and supply-side (academics, decision-makers, and business undergraduates) stakeholders.
Advisor / supervisor
  • Cunningham, Ian
  • Scholarios, Dora
Resource Type
Note
  • This thesis was previously held under moratorium from 31st May 2024 until 31st May 2026.
DOI
Date Created
  • 2023
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